School Structure

Our Staff

As many of our students are with us 24 hours a day from Monday to Friday we have a large staff group at Parkwood Hall School, with over 130 people working here. The staff work within three sections:

The Curriculum Team includes the classroom staff, those who work with our children and young people mainly during the day of 8.45am - 3.45pm. In this group are Cluster Leads, Teachers, Teaching Assistants, Senior Teaching Assistants, Higher Level Teaching Assistants, Education Support Assistantss, the Speech & Language Therapists, the Speech and Language Teaching Assistants, Occupational Therapist, Physio, Psychologist and The ICT & Network Manager.

The Residential Team works with our students mainly outside of classroom time, in the mornings, late afternoons and through the evenings and night times. This group includes Team Leaders, Key Workers, Residential Education Assistants, Waking Night Assistants, Education Support Assistants, and our Nurse.

The Business Team supports the work done with students and includes the Administration Team, the Site team, the Finance Officer and the Catering Team. This group is led by the School Business Manager.

The Senior Leadership Team have the operational responsibility for running the school and consists of: The Principal, the Deputies, the School Liaison and Inclusion Manager and the School Business Manager.

The staff at Parkwood Hall School are highly valued and we support Professional Development through training and shared INSET days.

Our Govenors

DECLARATION

The Governing Body of Parkwood Hall School has 15 positions including provision for 5 parent governors.

The Full Board meet 3 times a year. Some business is delegated to the two committees: Finance & General Purposes and Curriculum & Strategy. Each of these committees meet at least once every half term.

Cathryn Falconer

Start of term: 01/09/2018 - End: on-going

Jacqui Tovey

Start of term: 01/09/2018 - End: on-going

Libby Blake

Start of term: 04/02/2016 - End: 04/02/2020

I'm delighted to join Parkwood Hall Co-operative Academy as it begins its new life as an Academy School. I have known the school for several years now and seen some of its remarkable achievements, so it is a special place for me.

I am a qualified children's social worker and at the end of my career worked as Director for Family Services at the Royal Borough of Kensington and Chelsea where I first visited Parkwood Hall School. And in 2011 I became Director for the Children and Young People's Service at Haringey Council until my retirement so I have a good understanding of local government and especially Children's Services. I'm now involved as Director of a not-for-profit Community Interest Company supporting travel to rural villages in Asia and Europe, and as Director of a small company providing consultancy on Children's Services and Leadership development. I'm also enjoying have more time for my own family and the chance to do some voluntary work. I have some experience of school governorship having previously been a governor of Conisborough College in Lewisham.

Abi Agidee-Adekunle

Start of term: 24/11/2016 - End: 23/11/2020

In addition to being a wife and mother, I am CFO and Director of áshȩ business consulting ltd. I am a Fellow of ACCA and a Fellow of the National College for School Business Management (NASBM). Prior to áshȩ, I was Business Director at London Academy of Excellence.

In addition to my involvement with the academy sector, I am an SEN adviser with a charity and parent to two wonderful boys, one of whom has autism and is at a full time residential school. As a result I trained as an ABA therapist with the amazing Vince carbon and Lesley Love to whom I will always be grateful.

I am passionate about securing the best educational outcomes for children of all abilities and maximising limited resources to achieve such outcomes. As a professional, I believe that this is achievable and am committed to supporting such outcomes in any capacity I can. That is my motivation for joining the governing body at Parkwood Hall.

Richard Allalouf

Start of term: 25/04/2017 - End: 24/04/2021

Irial, my son, is the youngest residential student at the school, joining when he was just 7 years old. Over the past 15 months he and his teachers have made magical progress, overcoming seemingly insurmountable challenges, probably each and every day.

Me? I studied design for 6 years, eventually getting involved with the internet in 1997 through a collaborative art project with my wife, Anna and a group of artists from around the globe. I'd begun to think more and more about audiences and communication and from 1999 my commercial career saw these interests gradually morph into what is now called User Experience Design (the child of HCI and Ergonomics). Today, I've almost 20 years' experience working with start-ups, large corporates and government departments. I currently head up the design team at Zoopla.

I chose to become a parent governor so that I could get closer to this truly amazing school and help out in any way I can.

Soshana Austin

Start of term: 01/07/2015 - End of term: 30/06/2019

I am a parent Governor at Parkwood Hall as I wanted to get more involved to see how I could contributor to the development of this amazing school. Currently I work from home as a business development consultant. I have worked in Marketing, Communications and business development for the last 18 years, with a few gaps for when the kids were very young. I read for my Master of Science degree at Boston University, Boston USA. My undergraduate degree in Behavioural studies was attained at Willson College Pennsylvania, USA.

Simon Blackburn

Start of term: 01/11/2014 - End of term 31/10/2018

I started my working career working in an Autistic school in the 1980s. I continued as one of the country’s first male qualified Nursery Officers working for a local Authority for 13 years. I now currently work in the transport industry, as part of a team that deals with serious incidents and security alerts that effect the day to day running of surface transport.

I am a parent of six of our own children, who have all left home as well as currently being a foster parent to three children, one of which attends Parkwood Hall. My wife and I have been foster carers for the past 11 years providing a home for many children in need, and have helped many traumatized individuals flourish. This has provided me with extensive experience in dealing with multiple agencies & departments at all levels. I regularly have to be a staunch advocate for the children in our care and am fully prepared to tackle those who fail to put the needs of the child first.

I became a parent governor during the consultations on the future of the school in the summer 2014. I am extremely passionate about the future of this wonderful school and love being involved in the planning of the school’s future as an academy. I never realised how much there is to do as a governor and am looking forward to the process of attracting new students to the school. Liaising with parents and Local authorities is a vital part of the role of a governor as well as insuring the school delivers the best possible education and care to our children. I welcome the challenges that lie ahead and will endeavour to continue to help make Parkwood the unique and great school that it is.

Steve Finch

Start of term: 22/06/2017 - End: 21/06/2021

My name is Steve Finch & I am the father of two children, the oldest, William is a boarding student at Parkwood Hall.

I work as a contacts manager in the construction refurbishment sector for a medium sized business based locally who I’m pleased to say are very supportive of the school.

As a parent, I can state that Parkwood Hall is an amazing school that does amazing things. These things have had a huge positive impact on my son & family.

I became a parent Governor at Parkwood Hall to assist in any way I can.

Jaswinder Kaur

Start of term: 09/11/2018 - End: 08/11/2022

I joined Parkwood Hall co-operative academy almost three academic years ago. I have always been passionate about the quality of education delivered to students with special educational needs, in particular developing good autism practice across, and a passion to educate staff, teachers in and outside of the school, enabling teachers to develop the quality of teaching and learning to autistic individuals. My prescription to the social model of disability is embedded within my leadership and view on supporting students with special educational needs. This is again reinforced within my role as an inspector working for the National Autistic Society, as a team member. This is a rigorous process involving accrediting schools with the badge of quality of service provided to autistic students.

I have decided to be a governor to gain experience at a strategic level, but most importantly make impact for our students. Having just gained my MA in autism has given my the theoretical knowledge paired with experience. According to research training staff with theoretical knowledge and experience is the way to really change and improve the lives of autistic students. In my view, our biggest intake deserve a quality education with adaptations and work towards securing outstanding teaching and learning.

I'm very eager to share, improve and provide challenge at the level to ensure that the best decisions are made for our students. I believe I have a good understanding of the classroom practices and the challenges teachers can face.

Barbara McBrien

Start of term: 30/06/2016 – End 29/06/2020

I started my career working for the GLC and subsequently Southwark Council in Housing and Borough Treasurer's Finance for 17 years before moving to a finance post in a Bexley primary school in 1994 when my own children were young. In 1997, I moved to a large secondary school as the Bursar and became the School Business Manager in 2013 after successfully completing the Certificate of School Business Management (CSBM) qualification. This role encompasses Finance, HR, Admin, Premises, IT, Catering which contributes to the smooth running of a safe and vibrant school for over 1500 pupils.

I have several years experience as an associate school governor in my current school and feel that this, along with my experience as a Business Manager will contribute to the continuing success of Parkwood Hall.

Kolawole Olounbanjo

I am the father of two girls, one of whom has special educational needs and used to attend Parkwood Hall.

I am an IT professional, with particular experience in project management. As a co-opted member of the board/governing body, I brings to the board skills of analytical thinking and knowledge of planning complex projects.

Katherine Priestly

Start of term: 22/06/2017 - End: 21/06/2021

I am a solicitor specialising in employment law. I presently work in the Human Resources Department of a large international bank in London which has provided me with much experience of strategic leadership, organisational structures and good governance. My motivation to become a school governor is the opportunity to make a positive difference to the life chances of children at the school. I hope that my skills and experience will help the governing body to provide well-considered guidance to the senior leadership team.

Isabel Ros Lopez

Start of term: 19/10/2017 - End: 18/10/2021

My experience comes from working in the voluntary sector for most of my working life. Over the last twenty years I have worked with disabled people and those who support them as the national lead for Social Inclusion and Personalisation for two large providers of support services. My role has been to increase users’ influence in governance, participation and to build staff and managers’ capacity to embed a person-centred culture and practice in service delivery.

Much of my work has involved developing evidence based strategies and tools to ensure that people with communication impairments are listened to and supported by people who can understand their communication.

I have managed independent support and advocacy services for disabled people accessing social care. I also have experience of service development and was very involved in creating the first refuge for women with learning disabilities who had been abused or were at risk of being abused. Part of this work meant developing the first policies to address the abuse of people with learning disabilities, today known as safeguarding, in the London Borough of Newham.

I love spending time with family and friends, and enjoy singing, poetry, the company of trees, cooking and growing plants from seed.

I am very pleased to join the Parkwood Hall community and put my knowledge and experience to good use.

Elisa Valdez

Start of term: 19/10/2017 - End: 18/10/2021

My name is Elisa Valdez. I am an Occupational Therapist. I have a keen interest in fostering the school core values. I am passionate about making a difference and supporting participation and quality of life for all of our students so that every child can reach their full potential in learning, self-care and leisure activities within the school and residential setting.

Prior to becoming an Occupational Therapist, I was a Spanish teacher with more than 10 years of experience in the UK, and a teacher of the Deaf and language therapist in Argentina, my birth country. I have worked in a variety of environments including special and mainstream schools, further education colleges, hospitals and community services, as well as running my own business.

I am a new Staff member of the Governing Body and look forward to working alongside the governors more closely. With my background experience in both education and health, I would like to take this opportunity to make a positive impact on the curriculum and school development planning.

Bob Walkington

My working background is financial - having worked for British Rail for seventeen years and then thirty five years with LB Southwark in Housing Finance.

I have been involved with Parkwood Hall since November 2005 when my Foster daughter became a student. My wife and I have completed over 40 years of Fostering with Bexley Council.

A governor, since gone, spoke to me at the BBQ in July 2010 asking me to consider becoming a governor. Over the summer I gave the request a lot of thought and, in December 2010 had the privilege of being elected to the Governing Body and will complete 5 years in December.

I was elected as Chair of the GB in July 2014 and now in my second year. A lot of water has passed under the bridge - discussions with RBKC on the future of PWH, achieving Foundation Status and in May 2015 becoming a stand-alone Academy and the successful restructuring of the Senior Leadership Team.

There is still a lot of work to be done in safeguarding the future of Parkwood Hall and I am sure that to this end the Governing Body will continue to work together in achieving this.

Privacy Notice

Admissions

Admissions Process

Information for Local Authorities:

Consultation - The more information you provide, the more accurate we can be in indicating whether or not we can meet the individual’s needs. At the very least, send us a copy of: (a) the Statement of Special Educational Needs, (b) the supporting documentation and (c) the last 2 Annual Reviews. If there are Speech and Language, OT, EP and other relevant assessments, please include these.

Consideration and Response - The School Leadership Team (SLT) meet every week and will assess the suitability of the school to meet the individual’s Special Educational Needs and the suitability of a placement at Parkwood. The school will write formally to the LA with its views.

Placement Suitability Evaluation - If, in the professional opinion of the school, it is likely that the school can meet the individual’s needs, then we will arrange a Placement Suitability Evaluation (PSE). This lasts 2 or 3 days (with 2 overnight stays for residential placements) following which we write a short report and make a decision about whether or not to offer a place. We may either (a) offer a place, (b) offer a place subject to additional resources, or (c) state that we are unable to offer a place.

Please note that we never offer a place unless we have carried out a PSE.

Information for parents:

We always welcome visits and you are invited to provide us with copies of any information you think may be useful. However, we must be consulted formally by the home local authority (LA) concerning our suitability to meet your child’s needs. The LA must consult with us under the Code of Practice.

Academy Status

On the 30th April 2015, Parkwood Hall School closed and on the 1st May Parkwood Hall Co-operative Academy opened. Technically, we are a new school, but in reality our history as a special school goes right back to 1970.

We are a “stand-alone” special academy which has formally adopted the values of the co-operative school movement. This means that we are not part of a multi-academy trust and that we have undertaken to treat all students, families and employees honestly, openly and equitably. All our teachers are qualified and we honour national agreements in respect of pay and conditions of service for all staff.

All the governors of the school are directors of Parkwood Hall Co-operative Academy Trust Ltd and they are trustees of the charity which, among other things, owns and controls the land and buildings. We do not make a profit and there are no hidden “back-office” operations.

Being an academy brings additional freedoms as well as responsibilities. We have the freedom to decide upon our own curriculum and we are able to be more flexible in meeting the needs of our students and their families. One example of this is the “Residential Education Experience” which enables parents to request and pay for flexi-boarding packages and extended day provision.

Our philosophy is to try to provide a complete and joined-up service. From a broad range of evidence-based therapies which are available to all on the basis of need, to innovative curriculum developments such as Forest School, we listen to what families tell us they need and we try to ensure that their children’s special, individual and complex needs are met.

As a relatively new academy, we are still growing and developing. We are always very happy to hear suggestions of ways in which we can improve our services to families and we would be delighted to learn of opportunities to collaborate with a range of organisations. Working together for mutual benefit is what the co-operative movement is all about!

Accounts

Hire Facilities

Parkwood Hall School is housed in an impressive Victorian building. The formal front entrance is approached by sweeping up the drive to the extensive front lawn.

We have hosted a huge range of events from a formal garden party in a luxurious marquee on the front lawn to childrens birthday parties in our gym.

The dining room is particularly popular and is frequently used for wedding receptions. This can be combined with the hire of our fully equipped catering kitchen.

A junior football club have a regular hire of our playing field but we have still been able to fit in an annual cross country run, several caravan clubs and being host to a summer school.

For many years before moving to an indoor venue the South of England Koi Carp show installed huge display tanks, vendors and caters over the August bank holiday weekend.

We have over 70 acres of grounds with some beautiful unspoilt woodland.

This list is included to illustrate the range of events that we have been able to accommodate in the past. We are flexible and have a supportive site team who will help you to plan and ensure that our premises meet your needs.

For more information and to discuss your requirements please contact our Finance Officer on 01322 664441.

Testimonials

"Thank you for never giving up and believing in 'O' even though the turbulent and very difficult times he has had. 'O' is leaving Parkwood Hall Academy in a much better place than when he started, the skills he has been taught will help and support this next stage of his life."

"I would like to thank you for your care and support of 'A' during her time at Parkwood Hall. Your help and guidance was an enormous inspiration and comfort to our family and no words can express our appreciation and gratitude."

"I am "J's" grandmother. I feel I must write and thank you all for making last Friday such a joy. We imagine all the other children that come to Parkwood have had a rough ride before they come to you. As some may know "J" has not been with you very long and we already see a calmness and contentment that your school is giving him. On Friday it was so evident that it is not only 'J' but the whole school, all taking part, all so happy and all so well behaved. I do realise that you have many ups and downs and it takes a lot of hard work to achieve what you do. I just wanted to say a big thank you for all you do, it does not go unnoticed."

“When ‘S’ attended Parkwood Hall Academy at the age of 12, she spoke approx 5, individual words. She was known as "the little girl that sits in the window", from the living room, in our street, as everyone that walked past saw her, just staring out. As her mother I would have described her as quiet, undemanding, little confidence or desire to do anything, unhappy, withdrawn and unemotional. She seemed to live in an isolated bubble of her own. From time to time, she would go to her bedroom and sit on that window sill for hours at a time too. ‘S’ never asked or indicated she wanted anything, or anyone. I spent my time guessing that she might be hungry, sad, tired, bored and tried to invade her space constantly to try and bring her out of herself, into the world or even get a reaction from her. People came to see her and she never even looked at them. It was like she was mute and deaf. Attending the school as a day student, was a relief for me knowing that, at the very least she was with other people her own age, that she would be given lessons, learning, different activities, access to a more normal day and I prayed that she would be different and happy. As the next year unfolded, I saw some small improvements, or perhaps I was just telling myself that. ‘S’ still came home and sat in the window and didn't appear to need her mother at all. I knew that she needed more, much more. I eventually secured a residential place for her at Parkwood. As I struggled with the guilt of my actions, feeling that I should be helping her, not seeing her everyday and wondering if I had done the right thing, I realised that she was actually changing. It didn't happen overnight, there was no magic pill. The school worked with me, discussing main areas of concern, putting in targets, individual personal plans, activities she might like, rewards schemes for good work, behaviour management, sensory input, social stories, picture exchange diary, daily visual plans, monitoring progress against obvious difficulties, the list was endless. Coupled with all this, was the everyday, normal things going on around her. Adults, peers, cooking, music, TV, games, sport, trips out, swimming, dancing, horse riding, singing, laundry, self care. Everything a child should have in their life. It was a process that was breaking down her barriers, creating a desire for her to talk, ask, be involved, want something, like something, dislike something. She was showing emotion. I was happy to see her cry! ‘S’ was making choices, saying "yes", "no", or using pictures to express herself. I could finally see that she, herself wanted to be part of the world and realised that she didn't know how to do it, so she needed the extra input of living at the school for her to realise this. Being away from home, away from me, her bedroom and the window sill, was best for ‘S’. I wondered why I was unable to do all this for her. But home life was very different, as it is for everybody. Over time when ‘S’ came home, huge things started to change. She retreated to her bedroom less and less. She started using the home computer, making herself drinks, asking for dinner, making choices, washing and dressing herself. She was telling me what she wanted and what should be happening next in her world. She needed routine and she had expectations that may fail from time to time, but she was expressing herself. I saw a personality blossom, that I thought would never come. The child that I described as, quiet, unhappy, distant and many other sad and worrying traits, had gone. ‘S’ has now left the school and I can describe her as, loud, cheeky, lively, strong willed, bouncy and much more. Of course there is her autism and that will always come with her, but we can deal with most things now. The one thing that everyone says about ‘S’, is she is HAPPY and she NEVER sits on the window sill now....”

“’’Z’ went to Parkwood Hall when she was 10 years old, as her Primary School felt she would not be able to cope in senior school because she was unable to read and write. She is now nearly 19 years old and has been at Parkwood Hall since November 2007. She now has limited reading, she can do some number work, her writing and maths, letter recognition has improved tremendously. ‘Z’ is now a very confident young lady. She boarded at Parkwood from the age of 16 years which has helped her independence skills. Parkwood bring out the very, very best in all their students and promote their individual talents, from playing in the steel band, being in the choir, sport, dancing, gardening and all academic subjects. The school trips and educational holidays are fantastic and help the young people to both learn and mature. We can honestly say Parkwood Hall has been the best thing ever for our daughter, she has been so very happy there and she has flourished and developed tremendously. She certainly does not want to leave! ‘Z’ has grown into a lovely mature young lady, and is a delight to be with. We would recommend Parkwood Hall every time.”

"Thank you all for a fantastic report. It was clear, easy to read and above all it was 'N' all over. You know and understand him very well. We can see how much progress he has made with all your hard work. We are so happy with how your are teaching him the numbers for life, words for living and independence. You see his potential and try to get the best out of him to help him reach his goals and more. 'N' takes your education back home, where we experience how much he has learned. The strict discipline, boundaries and routines are in place in both school and home due to great support, communication and team work. We also learn from your wealth of knowledge and support, which helps us as a family. 'N' goes to school happy, comes home happy and makes so much overall progress. What more can we all wish for!

"From the moment we visited Parkwood Hall School, we could feel the inviting and positive attitude of all the staff. The children were clearly happy and enjoyed being at Parkwood Hall School. We knew this was the right school for our daughter. This was her 4th School and School had always been difficult for her. However, the positive change in her since being at Parkwood Hall School is amazing. She absolutely loves being at school, her learning ability has improved so much. It’s clear that her needs are understood, she refers to school as her second home. The staff have been faultless, communication between school staff and residential staff is brilliant. Everyone clearly cares about the children, and having their needs met. Nothing is to much trouble, the staff make me feel totally at ease, and able to express my full worries. They absolutely listen to me and want to work together. I feel my daughter now has a bright future."